Summer school and ESY are not the same thing, and that difference matters.

For school administrators and special education teams, this is one of those topics that can create confusion quickly if staff, families, and IEP teams are not speaking the same language.

Summer school is usually a general education program focused on enrichment, remediation, credit recovery, or course completion.

ESY, or Extended School Year, is an individualized special education decision made by the IEP team based on student need. It is connected to FAPE, critical skill maintenance, regression and recoupment, related services, and the student’s unique IEP goals.

A student may attend summer school, qualify for ESY, qualify for both, or qualify for neither.

That is why districts should plan early, review data carefully, document decisions clearly, and communicate expectations with families before summer programming begins.

For administrators, the key reminders are simple:

Use data.
Protect services.
Plan early.

At Liricare, we understand how important staffing and service delivery are during both the regular school year and extended school year. When districts need support with special education teachers, SLPs, OTs, PTs, nurses, school psychologists, or related service providers, early planning makes all the difference.

This visual is a quick reminder for school leaders and special education teams preparing for summer services and the upcoming school year.

This tip sheet introduces and provides an overview of the 13 disability categories that students may be eligible for an individualized education program (IEP) under the Individuals with Disabilities Education Act (IDEA).

This tip sheet defines speech or language impairment under the Individuals with Disabilities Education Act (IDEA) and shares strategies for success.

Strategies & Tips: How Special Education Teachers and Speech Therapists Can Work Together to Close Out the School Year

Focus!

See how school-based speech-language pathologists provide preventative support to improve students’ communication and literacy skills.

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Monday Mindset:

The school year is almost at the finish line, but for SLPs, OTs, PTs, special education teachers, and school administrators, this is not the time to coast.

This is the time to close the year with data, dignity, and direction.

The end of the year is not just about finishing paperwork. It is about protecting student progress, documenting services, reviewing IEP implementation, preparing families for summer, and setting the next team up for success.

For SLPs, this may mean making sure communication goals, service logs, progress notes, and recommendations are clear.

For OTs and PTs, this may mean documenting functional progress, equipment needs, accessibility concerns, and carryover strategies.

For special education teachers, this may mean updating progress reports, reviewing accommodations, organizing student records, and making sure IEP teams have the information they need.

For school administrators, this may mean looking at staffing patterns, compliance timelines, service delivery gaps, parent concerns, and what needs to improve before next school year begins.

The final weeks of school reveal the strength of the system.

Do we have the data?
Are services documented?
Are families informed?
Are staff supported?
Are students prepared for the next step?

Liricare is here to support the professionals doing this important work. Whether you are a therapist, special education teacher, related service provider, or school leader, your role matters.

Finish strong. Document well. Communicate clearly. Lead with purpose.

Autism support should not feel like searching for a needle in a digital haystack.

Families, educators, therapists, and school teams need trusted resources they can find quickly, understand clearly, and use with confidence. That is why this Autism Website Resource List is such a valuable tool.

This resource brings together a wide range of autism-related supports, including parent guidance, early childhood resources, evidence-based practices, communication supports, behavior strategies, safety resources, multilingual family resources, professional development, transition supports, and school-based special education connections.

For parents, it can help reduce the confusion after a diagnosis.

For teachers, it can support stronger classroom planning.

For therapists, it can connect services to evidence-based practices.

For school leaders, it can help teams build better support systems for students with autism.

This is the kind of resource that belongs in every special education toolbox.

Check it out and share it with a family, teacher, therapist, or school team that could use a reliable starting point.

Because when the right resources are easier to find, support becomes easier to provide.